Classroom Management Practices, Self-efficacy and Performance of Teachers in Selected Public Elementary Schools in Trece Martires City, Cavite

Abstract

INTRODUCTION

The implementation of the K to 12 curriculum program brought various changes and challenges in all aspects of education. Every teacher has to be prepared in different areas of responsibilities in classroom management. They should build self-efficacy and have very satisfactory teaching performance. Thus, this study mainly focused on two hundred forty-eight (248) K-to-12 classroom teachers from kinder to grade five levels in selected public elementary schools in Trece Martires City, Cavite. This was conducted during the month of March - April year 2017.

METHODS

This study used a descriptive-correlation research design. Purposive sampling technique was used to identify the number of participants. The significant difference and relationship between the dependent and independent variables were obtained using Mann Whitney Statistics, Kruskall Wallis Statistics, Spearman Rank Correlation Coefficient and Chi Square Computed respectively.

RESULTS

The salient findings revealed that the participants obtained a very high level of self-efficacy in all categories and had a very satisfactory teaching performance. They were also observed to have frequent use of classroom management practices. However, there is no significant difference betweenthe extent of use of classroom management practices and level of self-efficacy when grouped according to demographic profile except the age. Meanwhile, the extent of the use of classroom management practices and the level of self-efficacy had a significant relationship. On the other hand, teaching performance of the participants revealed no significant relationship on the extent of use of classroom management practices, as well as in the level of self-efficacy.

DISCUSSIONS

Based on the results, it is suggested to develop an experiential learning study and provide more trainings/seminars to sustain the effectiveness of the teachers towards work. This study may also be used as a basis for a better plan in the future to achieve high quality education for every current K-to-12 learners.